Lesson plan
When we are learning a language, we tend to focus on its building blocks, in particular:
We also focus on:
Content meaning: the literal information conveyed by the message (for example, at what time we are going to meet; when and where we can read our school results, etc).
By contrast, we may tend to overlook the deeper meanings attached to language, in particular:
It is important then, especially when we already have a good grasp of the language, to focus on the higher-order meanings. This will help us develop awareness of language in use, and widen our vocabulary.
ACTIVITY: Read the excerpt below and try to identify the higher-order meanings.
And again I say: I do not disrespect the views of those in opposition to mine. This is a tough choice. But it is also a stark one: to stand British troops down and turn back; or to hold firm to the course we have set. I believe we must hold firm.
Tony Blair, House of Commons, 18/03/2003
Content meaning: Prime Minister Tony Blair is trying to persuade the Members of Parliament that the UK must send its troops to Iraq.
Emotional meaning: the tone of the message is very emphatic. Notice the sequence of short sentences, the use of repetitions and emotional words (tough, stark, firm, must, believe).
Ideological meaning: there is a clear militarist stance: in fact the sending in of British troops is equated to a firm course of action (we must hold firm).
ACTIVITY: Let us now focus on the sentence in bold:
And again I say: I do not disrespect the views of those in opposition to mine. This is a tough choice. But it is also a stark one: to stand British troops down and turn back; or to hold firm to the course we have set. I believe we must hold firm.
The double negative (do not – disrespect) stands out in the sequence of affirmative sentences: I say/ This is a tough choice/ it is also a stark one/ I believe /we must hold firm. There is a simpler and shorter way of conveying “tolerance”:
I respect the views opposite to mine.
However, this hypothetical sentence lacks the emphasis and formality of the actual sentence. Moreover, the very verb disrespect seems to suggests that ideas in opposition to mine may be worthless:
I do not disrespect the views of those in opposition to mine.
The two options – as they are skilfully presented by Mr. Blair – are not equally right: one involves a turning back; the other means holding firm. The linguistic choices made in this excerpt are not neutral, and shape our very perceptions of complex events.
Linguistic choices are never neutral, they convey profound meanings which go beyond the surface or literal level.
Example: Compare these two ways of expressing disagreement:
The first one is very confrontational, while the second is more polite. The choice of which one is better will depend on the relationship between the speakers and the degree of formality of the communicative exchange.
In our everyday communicative exchanges both written and spoken, we usually distinguish two different levels of signification:
Example:
I must do this: I feel this is my duty.
I have to do this: I feel this is necessary.
Words with similar meanings carry different connotations.
Especially in political language word choice plays a key role in orientating the public’s response and eliciting consensus.
ACTIVITY: Compare the word pairs below and identify their connotations:
Key to the activity:
The analysis of English texts – whatever their content and function – is very useful for language learners because it
A text can be examined either:
Bottom up: from lower level items to the text as a complete unit – or
Top down: looking at a text as a whole
Depending on our familiarity with a language, we may tend to privilege one approach over the other:
When I hear I forget
When I see I remember
when I do I understand
Analysing real life samples of English sensitises language learners to a wide range of varieties and improves their performance.
A text is:
a stretch of language
A text adheres to the conventions and rules used in particular text-types.
ACTIVITY: Can you identify the typical features of
POEMS
ADVERTISEMENTS
LETTERS
Discourse is
Examples of discourses
Political discourse: speeches, parliamentary debates, manifestos, etc.
Legal discourse: laws, contracts, constitutions, treaties, etc.
News discourse: news articles, reports, features, photographs, etc.
Advertising discourse: print ads, commercials, banners, classifieds, hoardings, etc.
Literary discourse: poems, short stories, novels, criticism, etc.
5. A written-spoken genre: the political joke
6. The basics of spoken English
7. An overview of spoken English
References:
R. Carter, S. Cornbleet, 2001, The Language of Speech and Writing, London, Routledge.
Tony Blair, 2003, Speech delivered at the House of Commons, March 18th, The Guardian.
5. A written-spoken genre: the political joke
6. The basics of spoken English
7. An overview of spoken English
9. A mixed genre: the advertisement
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